Mathematics Performance and Collaborative Skills of Grade 7 Students Participating in Math Circles
DOI:
https://doi.org/10.5281/zenodo.23415211Keywords:
Math Circles, mathematics performance, collaborative skills, Grade 7 students, mathematical problem-solving, enrichment frameworkAbstract
This study examined mathematics performance and self-reported collaborative skills among Grade 7 students participating in the Math Circles Program at Dagatan Integrated National High School, including group differences and the association between the two outcomes. A quantitative descriptive-correlational design was employed. From 68 Math Circles participants, 58 learners were selected through simple random sampling. Data were collected using a validated 25-item Mathematics Performance Test and a 32-item Student Collaborative Skills Survey. Frequency, percentage, means, standard deviations, independent-samples t tests, and Pearson correlation were used at the .05 significance level. Learners achieved an overall mathematics mean of 19.62 out of 25, classified as Proficient; conceptual understanding ranked highest (80.08%), followed by application of mathematical skills (78.23%) and problem-solving (76.94%). Collaborative skills were rated to a Very Great Extent (M = 3.60, SD = 0.20), with positive interdependence and social interaction receiving the highest rating (M = 3.64). Neither mathematics performance nor collaborative skills differed significantly by sex, age, or academic standing. Their correlation was very weak and statistically non-significant (r = .057, p = .670). On this basis, an Integrated Math Circles Enhancement Framework was proposed using a Prepare–Explore–Express–Examine–Apply–Reflect learning cycle. The findings identify independent mathematical problem-solving and selected communication behaviors as priorities for program improvement; they do not establish the causal effect of Math Circles.
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